Treasure Box Session Guide PPT Final

Department of Education
NATIONAL TRAINING OF TRAINERS
MULTI-FACTORED ASSESSMENT TOOLS (MFAT)

Session 2: TREASURE BOX
(MFAT – Activity No. 2)
OBJECTIVES:
At the end of the 3-hour session, the participants shall:
• appreciate the use of MFAT – Treasure Box Activity for the learners;
• be oriented on the administration of the Multi-Factored Assessment Tool

– Treasure Box Activity and familiarized with the materials to be used;
• discuss the Cognitive Domain specifically numeracy, simple analytic,

reasoning, classification, retention and reading; and
• simulate the conduct of the MFAT-Activity 2-Treasure Box.
BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

Activity 1: GUESS WHAT?
REAUETSR
TREASURE
Clue:

SASESMTNES
ASSESSMENT
Clue:

NICEVGOTI
COGNITIVE
Clue:

Activity 2: IT’S SHOWTIME!
• Group yourselves into six.
• Go to your respective groups.
• Select a group leader.
• All group leaders will pick a task from the Treasure Box.
• Each group will have five minutes to prepare.
• Each group will have two minutes to present.


• Group 1- Shape Me
Make a creative presentation on comparing different shapes.
• Group 2 – Act Me Out
Role play activities done by a child from morning until night (at least 4 activities).
• Group 3 – Spell Me
Spell “MFAT” using your body in a creative way.
• Group 4 – 1, 2, 3, Freeze!
Present a mannequin display according to body size.
• Group 5 – Yes, Yes, Yo!
Compose a rap on identifying five senses.
• Group 6 – The Who?!
In one-minute time, list down names of 15 local artists.
Activity 3: BRAINSTORMING (ANALYSIS)
• Using the same group, the leader will guide the group in discussing
your answers to the questions posted on the next slide
• Write your answers on a Manila paper
• Present your output
• You have five (5) minutes to prepare and two (2) minutes to present
your output

Analysis Questions:
• How did you feel about the activity?
• What cognitive skill is shown in the presentation of group 1? 2? 3? 4? 5?

6?
• Did the activities help you become aware of your cognitive skills?
• As a teacher, how do you assess those skills of your learners?
• What other activities could you do to assess your learners along cognitive
domain?
• Is it important to conduct assessment to your learners? Why?

Discussion: WHAT IS COGNITIVE DOMAIN?
It refers to the learner’s ability to

remember, see or hear
likenesses and differences and
determine its relationship
between ideas and things.

Discussion: Table of Specifications
The MFAT tool uses the following codes in assessing the Cognitive Domain
vis-à-vis the number of items:
Skill Item Code No. of Items
Numeracy NU 8
Simple Analytic SA 6
Reasoning RE 6
Classification CL 2
Retention RT 1
Reading RD 2
TOTAL 25

Discussion: Procedure and Materials
Code Competency Instruction Materials
COG - Recognizes Note: Teacher gets 3 Treasure box

Any three objects
NU-26 position of objects from the from the treasure
objects-first/mid treasure box and box.
dle/last place them on the
(Please return them
table. after use)
From your left, which

object is in the
middle? last? first?
COG- Sorts objects Note: Teacher gets cut-out Cut-outs of:

Red donut (small)
pictures from the box and lay
SA- based on them on the table.
Big Tire
Round clock (medium)
27 shapes -red slice of pizza (medium)

Here are cut-out pictures of -blue umbrella (big)
-yellow triangle
different objects. Group them
according to shapes. -red big box
-blue handkerchief
(triangle, rectangle, square -yellow medium-sized mirror
and circle) -red big book
-blue eraser
-yellow envelope

COG- Arranges Arrange the cut-out Use the same

materials as in
SA-28 objects pictures of objects COG-SA-27
according to from smallest to
size from biggest.
smallest to
biggest

COG- Matches objects I have here a picture, Use the same

materials as in
SA-29 according to get another picture on COG-SA-27
size the table that is of the
same size with the
one I am holding.

COG- Sorts objects Put together cut-out Use the same

SA-30 based on 2 pictures that are red. materials as in
attributes (e.g. COG-SA-27
color & size) Put together cut-out
pictures that are
small.

COG- Matches 2 – 3 Get three shapes with Use the same

SA-31 colors the same color. materials as in
COG-SA-27

COG- Names the Name the letters of

RD-32 letters of the the alphabet.
alphabet
Name the letter.

COG- Matches big Note: Teacher places letters Big and small
M, R, S, T, A and P on the
SA-33 with small table and prepares the letters M, R, S
letters matching small letters with T, A and P, with
two distractor letters. additional two
I have here 6 big letters of the small
alphabet. Get the small distractor
letters on the table and match letters.
them with the big letters.

COG- Rote counts 1 to Count from one to None

NU-34 20 twenty.

COG- Identifies Get three number Number cards

NU-35 numbers from 1 cards from the with numbers
to 20 treasure box one at a 1-20
time and tell me what
number it is.
(do it 3 times)

COG- Associates Note: Place the number cards Number cards

on the table. (2, 5, 7)
NU- numbers 1 to 10 Popsicle sticks
36 with objects Get the popsicle sticks from
inside the
the treasure box.
Treasure Box
Show the number of popsicle
sticks that matches the
number on the card.

COG- Adds objects to Using popsicle sticks, Popsicle sticks

NU-37 get a sum of 10 add the following:
1) 8+ 2 = ___
2) 5+ 5 = ___
3) 1+ 9= ___

COG- Subtracts Using popsicle sticks, Popsicle sticks

NU-38 objects to get a subtract the following:
difference of 10.
1) 11 – 1 =___
2) 12 – 2 = ___
3) 13 – 3 =___

COG- Identifies Note: Follow the same Note: Money

NU-39 Philippine Peso instruction for the P10, should be put
Bills and Coins P5, and P1 coins. in a zip lock.
Get a 20-peso bill from P20 peso bill,
the treasure box. P10, P5, P1
coins

COG- Follows number What is/are the missing Number cards

RE-40 patterns number/s?
(1, 2, ____, 4, 5, ____ 1 - 15
2, 4, 6, __, 10, 12...
3, 6, ____, ...
5, ___, 15...)

COG- Identifies time Note: Teacher sets the clock

NU-41 by the hour time at 3:00, 7:00, and
9:00.
Look at the clock I am

holding. Tell me what
time it is.

COG- Sequences Identify the events in Pictures of:

RE-42 picture story of the pictures. Which do -Child waking up
4 to 6 events you think comes first? -Children
last? Arrange the attending a flag
pictures. raising ceremony
-Children inside
the classroom
-Children playing
-Child sleeping

COG- Identifies time Look at the pictures Pictures of:

RE-43 concept of the again. Tell me which -Child waking up
day (morning, event happened in the -Children
morning? afternoon? attending a flag
afternoon, night) raising ceremony
night?
-Children inside
the classroom
-Children playing
-Child sleeping

COG- Completes Arrange the puzzle to Body parts

RE-44 simple puzzles complete the picture. puzzle

COG- Identifies body Note: In case the learner Body parts

CL-45 parts was not able to do the puzzle
puzzle, the teacher
shows the guide picture.
Look at the puzzle you

completed. Point the
head, neck, shoulder,
hands, fingers, legs,
knees and toes.

COG- Identifies five Which part of the body None

CL-46 senses is for seeing? hearing?
tasting? feeling?
smelling?

COG- Identifies what Look at these two 2 Pictures of a

RE-47 is different in the pictures. What are the child
picture differences between (1 with one
these pictures? shoe missing
and the other
with complete
pair of shoes)

COG- Identifies what What is missing in the Picture of a

RE-48 is missing in the picture? child with one
picture shoe missing

COG- Name members Who are the members None

RT-49 of the family. of your family?

COG- Exhibits interest Note: Observe the 4 children’s

RD-50 in books reaction of the learner books with
and ask the learner colorful and
which of the two books
he/she likes most. exciting covers
Get 2 books from the

treasure box.

Activity 4: IT’S YOUR TURN!
Simulation by Group:
In each group, there will be participants to act as assessor and a learner.
The rest of the group will be observers. Observers, please watch carefully
as each group performs and write your comments for each group.
Group No. 1 Items 1 – 4
Conclusion!
“If learning is a treasure,

patience is the key”

Treasure Box Session Guide PPT Final

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Department of Education

NATIONAL TRAINING OF TRAINERS

MULTI-FACTORED ASSESSMENT TOOLS (MFAT)

• be oriented on the administration of the Multi-Factored Assessment Tool

• discuss the Cognitive Domain specifically numeracy, simple analytic,

• simulate the conduct of the MFAT-Activity 2-Treasure Box.

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

• Go to your respective groups.

• Select a group leader.

• Each group will have five minutes to prepare.

• Each group will have two minutes to present.

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

• Write your answers on a Manila paper

• Present your output

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

• What cognitive skill is shown in the presentation of group 1? 2? 3? 4? 5?

• As a teacher, how do you assess those skills of your learners?

• Is it important to conduct assessment to your learners? Why?

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

It refers to the learner’s ability to

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

COG - Recognizes Note: Teacher gets 3 Treasure box

From your left, which

COG- Sorts objects Note: Teacher gets cut-out Cut-outs of:

27 shapes -red slice of pizza (medium)

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

COG- Arranges Arrange the cut-out Use the same

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

COG- Matches objects I have here a picture, Use the same

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

COG- Sorts objects Put together cut-out Use the same

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

COG- Matches 2 – 3 Get three shapes with Use the same

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

COG- Names the Name the letters of

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

COG- Rote counts 1 to Count from one to None

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

COG- Identifies Get three number Number cards

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

COG- Associates Note: Place the number cards Number cards

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

COG- Adds objects to Using popsicle sticks, Popsicle sticks

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

COG- Subtracts Using popsicle sticks, Popsicle sticks

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

COG- Identifies Note: Follow the same Note: Money

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

COG- Follows number What is/are the missing Number cards

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

COG- Identifies time Note: Teacher sets the clock

Look at the clock I am

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

COG- Sequences Identify the events in Pictures of:

BLD-SID NATIONAL TRAINING OF TRAINERS FOR MULTI-FACTORED ASSESSMENT TOOLS

COG- Identifies time Look at the pictures Pictures of: